Designing a Model for Enhanced Teaching and Meaningful E-Learning

Designing a Model for Enhanced Teaching and Meaningful E-Learning

Heli Ruokamo (University of Lapland, Finland), Päivi Hakkarainen (University of Lapland, Finland) and Miikka Eriksson (University of Lapland, Finland)
Copyright: © 2012 |Pages: 18
DOI: 10.4018/978-1-61350-080-4.ch019
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Abstract

In this chapter, we describe the informed design of a specific pedagogical model in the context of higher education. We have developed the model of Enhanced Teaching and Meaningful e-Learning to design, implement, and evaluate the use of educational technology. Although a great number of pedagogical models already exist, we argue that development of new models remains crucial. Despite decades of development, teachers still need functional examples of how to use educational technology in a pedagogically meaningful way. In this chapter, we present a theoretical framework for our model design, taking into account previous models and characteristics of meaningful learning. We then present our research strategy along with the research questions we have posed. Additionally, we describe the course we have designed and implemented as well as the participants in this course. We follow this with an evaluation of successes, both in the course implementation, as well as the model design. Next, this chapter will present our data collection and analysis methods, as well as the research results. Finally, at the end of the chapter, we present future research trajectories of the model and recommendations for how to further develop the course.
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Theoretical Background

The researchers engaged in this study have been developing pedagogical models for network-based education since the beginning of 2000, starting with the development of the integrated model for network-based education (see Tissari, Vahtivuori-Hänninen, Vaattovaara, Ruokamo, & Tella, 2005). The concept of a network refers here to both collaborative and technological networks. Over the past ten years, we have further developed the models based on previous research findings. In this study, the pedagogical model for teaching and meaningful learning (TML, see Figure 1) (Hakkarainen, 2007, 2009; in press; Hakkarainen, Saarelainen, & Ruokamo, 2007, 2009) guided the design, implementation, and evaluation of the e-learning course Pedagogical and Learning Theoretical Approaches to Educational Use of ICTs.

Figure 1.

The TML Model (Hakkarainen, 2007, 2009, in press; Hakkarainen, Saarelainen, & Ruokamo, 2009)

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